A Rationale for Requiring Philosophy of Education in Preservice Teacher Programs

Authors

Jeffrey LaBelle, Marquette UniversityFollow
Gabrielle Belknap, Marquette UniversityFollow

Document Type

Article

Language

eng

Publication Date

10-1-2017

Publisher

SAGE Publications

Source Publication

Journal of Education

Source ISSN

0022-0574

Abstract

To develop a rationale for requiring a free-standing philosophy of education course in preservice teacher programs, the researchers reviewed prior literature to construct a framework to establish such a requirement. A review of required course content in non-Catholic (private and public) colleges and universities with preservice teacher programs in five Midwestern states in the United States revealed that most do not require such a course, hence the need for programs to reconsider how licensure candidates develop their teaching philosophies and review program articulation and course content. This study proposes a fourfold theoretical rationale for requiring philosophy of education of preservice teachers.

Comments

Accepted version. Journal of Education, Vol. 197, No. 3 (October 1, 2017): 51-60. DOI. © 2017 SAGE Publications. Used with permission.

Recommended Citation

LaBelle, Jeffrey and Belknap, Gabrielle, "A Rationale for Requiring Philosophy of Education in Preservice Teacher Programs" (2017). College of Education Faculty Research and Publications. 508.
https://epublications.marquette.edu/edu_fac/508